UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Gamified educational applications have proven to be practical tools for teachers, particularly in second language (L2) instruction, as they can enhance student interest, motivation, and assessment outcomes in online sessions. Despite these benefits, however, many higher education institutions rely on traditional teaching methods, mainly because of the challenges associated with maintaining student motivation throughout online learning sessions, a critical factor for successful learning outcomes. The aims of this study are to further understand the use of gamification in teaching and learning, particularly with large audiences during online classes, its impact on learning performance, familiarisation, active learning, formative learning, and student attitudes. Utilising a mixed-methods research design, 177 students participated in a survey, while 10 were interviewed for triangulation. Validated by three experts, the instrument demonstrated a reliability coefficient of 0.81. The results show that the total mean and standard deviation of the respondents’ responses based on the use of Kahoot! to monitor learning performance is (M=3.43, SD=0.49), student’s familiarisation (M=3.59, SD=0.42), user friendliness (M=3.64, SD=.035), promotion of active learning (M=3.73, SD=0.38), students’ attitude (M=3.59, SD=0.51) and tool for promoting formative assessment (M=.53, SD=.052). Themes emerged from the students’ focus group interviews include game-based learning, a tool to promote formative assessment, motivation to learn, and familiarisation. The study implies that effective gamification can serve as a framework for other educational technologies. Higher learning institutions may apply gamified features across numerous subjects, not limited in L2 teaching and learning, to augment overall student learning outcomes and engagement. © Charanjit Kaur Swaran Singh, Dodi Mulyadi, Eng Tek Ong 2024. |
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